Perspectives of Young Artists with Disabilities

Abstract

This chapter purposes to gain understanding from the perspectives of young artists with disabilities, themselves, about their identity development. First-person perspectives were gathered from interviews and a brief survey conducted with young artists to illustrate some ways in which the arts are used to explore self-narratives, understand identity dilemmas, and negotiate development with positive outcomes. Many of the positive outcomes around art participation and integration connect to skills needed in the 21st century: teamwork, creativity, problem-solving. A commitment to high-quality arts education will make a difference for all students, and decisions by stakeholders at all levels of the education system will impact positive outcomes. Special and other educators observed the growth obtained by students with disabilities through arts education, and such professionals continue to advocate for arts education inclusion. S. S. Ruppert identified positive interpersonal and emotional outcomes of arts education and participation, considered essential for success in school, work, and life, categorized as thinking social and motivational skills.